Multi-Tiered System of Supports (MTSS) is a useful framework designed to address diverse needs of students and has great potential for twice-exceptional (2e) students, or gifted students with disabilities. By integrating academic, behavioral, social-emotional, and collaborative components, MTSS provides targeted interventions through its tiered structure. For 2e students, MTSS can facilitate the seamless integration of gifted and special education services, addressing both strengths and challenges. Using Nebraska’s MTSS model as an example, this article explores strategies for adapting MTSS to meet the unique needs of 2e learners. The article highlights the importance of collaboration among educators and stakeholders, layered service delivery, and shared leadership. Through problem-solving and possibility-finding approaches, MTSS cannot only foster inclusivity but also create opportunities for student growth, creating a shared responsibility for educational planning and service provision in diverse classrooms.
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